It is expected that these competencies and understandings would support native Irish speakers to:
This approach is in line with the State’s policy on the Irish language: The 20-Year Strategy for theIrish Language 2010-2030 (2010), the Gaeltacht Act (2012) and the Gaeltacht Education Policy 2017-2022 (2016). Criteria for recognition as a Gaeltacht school are set down as part of the Gaeltacht Education Policy. At post-primary level, a recognised Gaeltacht school will implement this L1 specification for Irish at junior cycle and will encourage the uptake of the specification by students, particularly native speakers of Irish*.
*Department of Education and Skills (2016). Policy for Gaeltacht Education 2017-2022, p. 12.
The learning outcomes in each of the three strands of this specification are broadly aligned with the B2 descriptors independent language user, of the Common European Framework of Reference for Languages (CEFR*). All language skills need not be acquired at the same level, for example spoken competency could be more advanced than written for example. The student relies on the teacher’s feedback and guidance, their own self-awareness as a language learner and opportunities to use language to further develop their language skills.
* Language proficiencies are set out in the CEFR: A1, A2 (basic user), B1, B2 (independent user) and C1, C2 (proficient user). See: Council of Europe (2001). Common European Reference of Framework for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press